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BULLETIN OF THE UNIVERSITY OF WISCONSIN 

No. 594; High School Series, No. 12 



THE HIGH SCHOOL COURSE IN 
AGRICULTURE 



BY 

K. L. HATCH 

Professor of Agricultural Education 

The University of Wisconsin J '^ 195S 



SECOND EDITION 

(Revued) 



MADISON 

The University of Wisconsin 
1913 



HIGH SCHOOL SERIES. 

1. The High School Course in English, by Willard G. Bleyer, Ph. D., 
Associate Professor, of Journalism. 1906. 1907. 1909. 1911. 

2. The High School Coijbse in Geeman, by M. Blakemore Evans, 
Ph. D., formerly Associate Professor of German. 1907. 1909. Revised 
by Chas. M. Purin, Assistant Professor of German, 1912. 

3. Composition in the High School. The First and Second Years, 
by Margaret Ashmun, Instructor in English. 1908. 1910. 

4. The High School Course in Latin, by M. S. Slaughter, Ph. D„ 
Professor of Latin. 1908. 

5. The High School Course in Voice Training, by Rollo L. Lyman, 
Associate Professor of Rhetoric and Oratory. 1909. 

6. The Rrtati\e Standing of Pupils in the High School and in the 
University, by W. P. Dearborn, Ph. D., Formerly Assistant Professor of 
Education. 1909. (Out of print) 

7. A Course in Moral Instruction for the High School, by Fi*ank 
Chapman Sharp, Pb. D., Professor of Philosophy. 1909. 191^ 

8. The- High School Course in Mathematics, by Ernest B. Skinner, 
Ph. D., Associate Professor of Mathematics. 1910. 

9. School and University Grades, by W. F. Dearborn, Ph. D., form- 
erly Assistant Professor of Education. 1910. 

10. The High Sckgol Course in Geography, by R. H. Whitbeck, As- 
sociate Professor of Physiography and Geography, assisted by Lawrence 
Martin, Assistant Professor of Geology. 1910. 

11. The Teaching of Manual Arts, by Fred D. Crawshaw, Professor 
of Manual Arts, The University of AVisconsin, and Robert W. Selvidge, 
Assistant Professor of Manual Training, Department of Manual Arts, 
University of Missouri. 1911. 1912. 

12. The High School Course in Agriculture, by K. L. Hatch, Profes- 
sor of Agricultural Education. 1911. 1913. 



Copies of these bulletins may be obtained by writing the Secretary of 
the Committee on Accredited Schools, Room 119, University Hall. 
Copies will be mailed to address outside the state upon receipt of ten 
cents per copy, except No. 7, for v/hich the charge is twenty cents. 



Entered as second-class matter June 10, 1898, at the post office at 
Madison, Wisconsin, under the act of July 16, 1894. 



BULLETIN OF THE UNIVERSITY OF WISCONSIN 

No. 594: High School Series. No. 12 



THE HIGH SCHOOL COURSE IN 
AGRICULTURE 



K. L. HATCH 

Professor of Agricultural Education 

The University of Wisconsin 



SECOND EDITION 

(Revised) 



MADISON 

The University of Wisconsin 

1913 



'i^ 






Ai/HI IQ'^O 



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CONTEXTS 

Page 

Preface 5 

Synopsis of Laws of 1911 and 1©13 6 

Special Requirements for Agriculture to Secure State Aid. . . 7 
What Ought to be Pound in a Well-organized Agricultural 

Course 9 

The Place of Agriculture in a High School Course of Stud5^ . 11 
Suggested Arrangement of Work-in Agriculture for the High 

School Grades 12 

Outline Prepared by State Department of Public Instruction 14 

Condensed Outline of Each Unit of Agricultural Work 15 

Introductory Science 18 

Details of Each Unit of Work 19 

The Home Project 25 

Suggestive List of Home Projects 27 

Necessary Laboratory Supplies 28 

Syllabus of a Pour- Year Secondary Course in Agriculture 31 

List of Text and Reference Books 33 

A Few Good Titles on Agricultural Education 37 

List of Publishers 38 



PREFACE 

About fifteen years ago the question of industrial education, in- 
cluding instruction in elementary and secondary agriculture, be- 
gan to receive serious attention in this state. The matter was 
earnestly discussed in public meetings, teachers' associations and 
institutes, educational journals and the daily and weekly press. 
Finally, a committee was appointed by the state legislature to in- 
vestigate the subject and report its findings. Acting upon the 
suggestions of the resultant report, the state legislature in 1901 
enacted a law, providing for the establishment of county schools 
of agriculture and domestic economy and the examination of 
teachers in elementary agriculture. Four years later the teach- 
ing of agriculture in the common schools of the state was made 
compulsory. Efficient courses were worked out for the county 
schools and are now being successfully administered in these in- 
stitutions. Secondary instruction in agriculture has already 
demonstrated its value as a means of education. The University 
of Wisconsin has accepted agriculture as fulfilling the require- 
ments for admission and the standing of the subject and its fuller 
appreciation are assured. 

This bulletin has been prepared to suggest suitable plans for the 
carrying out of this work. The copy has been read by H. L. 
Terry, State High School Inspector for Wisconsin, and approved 
by him with the understanding that local conditions and future 
experience may necessitate a greater or less degree of modifica- 
tion. Torrespondence, criticism and suggestions will be welcomed 
from the teachers who make use of this bulletin. It is earnestly 
hoped that this instruction may grow to have a larger share in the 
education of the high school boys and girls in this state, and 
through them contribute in no small way to the upbuilding and 
prosperity of the commonwealth. 

The writer gratefully acknowledges the valuable assistance of 
his colleagues in the agricultural college, the members of the Uni- 
versity committee on Accredited Schools, and C. S. Hean, College 
Librarian, in the preparation of material for this bulletin. He is 
especially indebted to H. L. Terry, High School Inspector for Wis- 
consin, for reading the manuscript and making valuable sugges- 
tions. 



THE UNIVERSITY OF WISCONSIN 



SYXOPSIS OF BILL NO. 568, A., LAWS OF 1911 AND 1913 

Section 1. Any board having charge of a free liigh school 
or a high school having a course of study equivalent (thereto) 

may establish and maintain ... a depart- 
ment of manual training, or domestic economy, or agriculture, 
or any or all of said departments . . . Any school 
whose course of study or outline of work in manual training, 
domestic economy, cr agriculture, has been approved by the 
state superintendent, and whose teacher has been qualified 
may, upon application, be placed upon an approved list of 
schools . . . (and be entitled to state aid equal to) 

one-half the amount actually exi^ended for instruc- 
tion, . . . not, however, to exceed three hundred and 
fifty dollars for each department established under this act 
which shall have been maintained in connection w ith the liigh 
school and the tw o upper grades next below the high school, but 
not to exceed two hundred and fifty dollars for each depart- 
ment established under tliis act, which shall have been con- 
nected with only the high school. 



GENERAL REQUIREMENTS FOR MANUAL TRAINING, 
DOMESTIC SCIENCE, AGRICULTURE AND COM- 
MERCIAL SUBJECTS IN ORDER TO SECURE 
SPECIAL STATE AID FOR WORK IN 
THESE COURSES 

From Circular Issued by State Department of Public 

Instruction 

"1. The course of study in the high school must be equivalent to 
the course of study prescribed for free high schools. 

2. The special course must be approved by the state superinten- 
dent. 

3. The special department must be a part of the public school 
system; that Is, it must be under the direction of the board of 
education. 

4. The teacher of any of these special subjects must have a li- 
cense covering the special work. 

5. The scope and character of the work must be such as to meet 
the approval of the state superintendent. 

6. The work must be maintained for a period of not less than 
six months during the school year for which aid is granted. 

7. A report must be made by the clerk of each school board 
maintaining such department or departments to the state super- 
intendent in such form as may be required, on or before July Ist 
of each year setting forth facts as stated in the law. 

8. Chapter 544, laws of 1911, requires that all teachers of such 
special subjects must receive a salary of at least sixty dollars per 
month. This applies to grades as well as to high schools. 

In order to receive special state aid, for work in grades in these 
subjects, the law provides: 

First, that the grades must be connected with a high school 
giving the special work and under the management of the same 
board. 

Note: — Town and Union high schools have no grades connected 
with them even though they may be in the same building. Aid, 
therefore, cannot be granted to grades under such conditions. 



8 THE UNIVERSITY OF WISCONSIN 

Second, that the work must be given in the two upper grades be- 
low the high school. 

Third, that it shall be subject to the approval of the state super- 
intendent. 

Owing to the fact that work in these subjects in grades is still 
in an experimental stage, no definite requirements other than 
those specifically mentioned in the law have as yet been made as 
a condition for receiving the aid. It is expected, however, that 
the work shall be in charge of properly qualified teachers, that it 
shall be definite and systematic, and that a reasonable amount of 
time shall be given to it each week. At least eighty minutes per 
week would seem to be a minimum for satisfactory results, and 
probably a greater amount of time would be better. Many schools 
now allow more. 

The amount of state aid for each of these departments is one- 
half the cost of instruction in that department, limited to three 
hundred and fifty dollars when the instruction shall have been 
given in the high school and the two upper grades next below 
the high school, or two hundred and fifty dollars when given only 
in the high school." 

Special Requirements and Suggestions for Courses 
IN Agriculture 

"Courses in agriculture must, in order to receive approval, pro- 
vide for at least four full units of the special work. 

"It is very desirable that the special teacher of agriculture be 
employed the entire year rather than for the usual school year. 
It will then be possible to do actual work as apart of the school 
courses on pieces of ground on the home farm, on vacant lots in 
town, or in other ways to give practical applications of what is 
taught in school. This course will not be considered as being ad- 
ministered in a satisfactory manner unless it includes a very con- 
siderable amount of such application. Such work should be done 
under the careful direction of the .teacher and will need his super- 
vision and regular instruction during the summer as well as while 
the school is in session, if it is be offered for credit in receiving 
the special state aid. If work in Agriculture is to be made suc- 
cessful in the high school it must include actual observation and 
practice and must be linked as closely as possible with the home. 
As summer is the principal time for farm work, then is when the 



HIGH SCHOOL COURSE IN AGRICULTURE 9 

teacher can be the most useful, and with a fair sized class his 
time will be fully occupied in the manner indicated above. In 
this way, too, it is probable that more practical and satisfactory 
results can be much more cheaply reached than throu,gh a school 
farm with its heavy care and expense. Some of the leading 
schools of the state are now employing their teachers for the en- 
tire year. 

"A good text should be adopted, placed in the hands of the stu- 
dents, and made the basis of the work. Bulletins and other refer- 
ences can then be used to great advantage as supplementary and 
vitalizing material. Without a text the work is likely to be super- 
ficial, indefinite and unsatisfactory. There are now several books 
on the market which, while intended for only a one-year course, 
are really extensive enough in their fundamental treatment of dif- 
ferent topics so that the single book may be used for two years, 
or even longer, if outside material is properly used. There is an 
advantage in the thorough acquaintance with a standard text, 
which comes from continued use and which is lost in too fre- 
quent changes. 

"Those responsible for this work in this its formative period, 
should be constantly on their guard that the work be not made too 
technical and difficult for high school pupils. 

"The injurious effects of this error in the past in nearly all 
lines of high school work and especially in science are very gen- 
erally recognized, and it is to be earnestly hoped that the mistake 
will not be repeated in this new and very desirable subject of 
agriculture." 



WHAT OUGHT TO BE FOUND IN A WELL-ORGANIZED 
AGRICULTURAL COURSE 

There are certain things of a general nature which ought to 
be found in classes in agriculture as well as in other lines of high 
school work. The more important of these are as follows: 

I. A teacher who is master of the fundamental principles of 
Vgriculture and in complete sympathy with the work. 

II. Pupils interested, attentive and alert; quick in response an(J 
ready with questions. 



10 THE UNIVERSITY OF WISCONSIN 

III. Material evidences of well planned, everyday work such as: 

1. Note books. 

2. Collections of materials. 

3. Special apparatus. 

4. Charts, maps, pictures. 

5. Blackboard outlines. 

6. Reference books that give evidence of being used. 

Aside from these general observations there are certain special 
phases of the class room work that should be noted. 

Since scientific agriculture is largely applied science, i. e., 
fundamental facts of science applied to the art of agriculture, we 
should expect to find the botany class paying some attention to 
plants of economic importance such as the cereals, the legumes, 
and the noxious weeds. 

In physiology the class may be expected to pay some attention 
to comparative as well as human physiology and anatomy, and in 
physical geography the teacher may well lay stress upon the 
"man-side" of the subject. 

In physics we should find emphasis placed on machines and 
other practical applications of this science, and if a course in 
chemistry is given we may expect to find the chemistry of plant 
and animal life receiving especial emphasis. 

As to the quality of the training in other lines of work obtained 
from the study of agriculture, the pupils should receive thorough 
instruction in mathematics, in history, and in English by the fre- 
quent application of all these branches to, the study. Particular 
attention should be paid to accurate statement in both oral and 
written English in connection with all agricultural work. 

The Qualitj and Quantity of Agricultural Instruction 

A course in agriculture to be effective should not differ radi- 
cally in method of treatment from that of any other established 
course in high school science. Four units of agriculture, on the 
basis of a sixteen unit course, may be considered a reasonable stan- 
dard. A unit of agriculture should represent the same amount 
of time spent in preparation, recitation, and laboratory work as 
that for a unit of any other science. This will require daily ex- 
ercises throughout the year. 

No attempt should be made to teach agriculture through a dis- 
tortion of other sciences. Instruction in the fundamental science 



HIGH SCHOOL COURSE IN AGRICULTURE 11 

should precede or run parallel witih the application of that sci- 
ence to all agricultural instruction. 

General courses in elementary agriculture, composed of por- 
tions of each of the four units outlined herein, may well consti- 
tute one-half to one unit of work. These general courses are suffi- 
ciently outlined in several very satisfactory texts already pub- 
lished and need not, therefore, be discussed here. Where more 
than one unit of work is to be attempted schools are advised not to 
separate the units outlined herein by giving fragments of each, 
but to undertake only as many of them as they can institute in a 
satisfactory manner. 



THE PLACE OF AGRICULTURE IN A HIGH SCHOOL 
COURSE OF STUDY 

The study of agriculture should give to the student a clear un- 
derstanding of the various forces with which the farmer has to 
deal. He should become familiar with the laws governing the action 
of these forces in order to utilize them most efficiently when they 
act along the line of his progress and to counteract them most 
effectively when across his path. These forces arrange them- 
selves into three great groups, viz., — biological, physical, and 
economic. The principal biological sciences taught in the smaller 
high schools are botany and physiology; the chief physical sci- 
ence, physics (occasionally chemistry), which with economics 
(where offered) completes the group of fundamental sciences. 

The applications of these sciences are to be found in the four 
units of agricultural subjects outlined below: 

General Outline of Agricultural Units 

Biological Group 

I. Plant Production, one unit. 
II. Animal Husbandry, one unit. 

Physical Group 
III. Agricultural Chemistry and Soils, one unit. 



12 THE UNIVERSITY OF WISCONSIN 

Economic Group 

IV. Rural Economics, including Farm Bookkeeping and Man- 
agement, one unit. 
The high school course in agriculture should consist of the four 
units of work mentioned above arranged in substantially the same 
order in which they are enumerated. 

The introduction of this group of subjects into the program of 
studies of an already organized high school without disturbing 
the arrangement of existing courses of study, and at the same 
time preserving the proper sequence and balance of the agricul- 
tural subjects, is a perplexing administrative problem. In cases 
where the eighth grade is combined with the high school grades 
or is easily accessible, the following arrangement is suggested: 
Eighth Grade — Introductory Science. 
Ninth Grade — Plant Production. 
Tenth Grade — Animal Husbandry. 
Eleventh Grade — Agricultural Chemistry and Soils. 
Twelfth Grade — Rural Economics. 
Where the above arrangement of work is found impractical the 
following alternative arrangement is advised: 

Suggested Aii^angement of Work in Agriculture and Related 
Sciences for the High School Grades 

First Yejar 

Introductory Science Introductory Science 

Physics, Chemistry Botany 

Farm Bookkeeping Plant Production 

Accounts Plant Propagation 

Records Gardening 

Business Transactions Insects 

Second Year 

Plant Production Soils 

Plant Diseases Soil Study 

Weeds Fertilizers 

Farm Crops Drainage 



HIGH SCHOOL COURSE IN AGRICULTURE 13 

Third Year 

Animal Husbandry Animal Husbandry 

Types and Breeds Feeds and Feeding 

Stock Judging Dairy Testing 

Care and Management Poultry 

Fourth Year 

Farm Meclianics Rural Economics 
Mechanical Drawing Production 

Farm Buildings Exchange and Distribution 

Roads and Bridges 

Note: — The above arrangement permits of great freedom in the 
selection of electives, preserves the order of arrangement of agri- 
cultural subjects and related sciences, summarizes the work in 
the study of rural economics and follows, in a general way, the 
plan adopted by the American Association of Colleges and Experi- 
ment Stations. This will be seen by an examination of the course 
of study outlined by Dr. A. C. True and approved by that associa- 
tion. (See p. 31.) • 

In this latter arrangement it is necessary to divide the work in 
chemistry and its various applications to agriculture into two 
parts and to place the part relating to soils, fertilizers, and drain- 
age so that it may be considered in connection with the study of 
farm crops. Since the time allotted to plant life study is extend- 
ed one-half year the study of soils, fertilizers, and drainage dur- 
ing the second year thus becomes easily possible. 

It is also necessary to combine the work in feeds and dairy test- 
ing with that of animal husbandry. One-half unit of farm me- 
chanics is introduced during the first half of the fourth year, un- 
der the assumption that this class of schools will not be provided 
with a manual training department. In schools where manual 
training is regularly taught the course in farm mechanics na- 
turally falls into the manual training group of subjects. The 
amount of time devoted to rural economics is reduced to one-half 
unit and elementary bookkeeping, suitable for boys and girls 
alike, introduced during the first year, from which the economic ap- 
plications must of necessity be omitted. A comparison of this out- 
line with the following, prepared by the State Department of Pub- 



14 



THE UNIVERSITY OF WISCONSIN 



lie Instruction "as a suggestive course which may be reduced, 
added to or otherwise modified to suit local conditions" with the 
approval of the State Superintendent will reveal their close sim- 
ilarity. 



Outline Prepared by the State Department 
of Public Instiniction 



Elementary 
Chemistry 



First Year 
Physics and 



Identification of farm garden 
and wild plants and seeds. 

Testing of farm and garden 
seeds 

Simple Gardening 



Second Year 



Farm Plant Life 

Weeds: Identification, erad- 
ication, and seed inspec- 
tion 
Plant diseases: Fungicides 
Bacteria in relation to de- 
cay, nitrogen fixation, fer- 
mentation, disease and 
common farm practices. 
Corn and grain judging. 
Plant breeding. 



Soils and crops 

Soil formation, physical 
properties and composi- 
tion. Fertilizers. 

Management of common 
farm crops of locality. 

Systems of cropping 

Plant propagation. Prun- 
ing of trees. 



Third Year 



Farm Animals 
Stock judging 
Breeds and breed character- 
istics. 



Farm Animals 

Live stock management 

Feeds and feeding 

Breeding 

Simple veterinary practices 

Dairy practice 



HIGH SCHOOL COURSE IN AGRICULTURE 



15 



Fourth Year 



Farm Mechanics 



Farm buildings 

Location 

Plans 

Construction 
Farmyard 
Power machinery 

Gasoline engine and gen- 
eral farm machinery 



Farm Management 

Farm and home conven- 
iences 

Rural problems, social and 
economic 



Condensed Outline of Each Unit of Agricultural Work 



PliAnt Production — One Unit 

I. Plant Diseases 

1. Microscopical study of fungus plants 

2. Molds, smuts, rusts, blights 

3. Other diseases of plants 

4. Bacterial diseases of animals 

II. Agronomy 

1. Corn judging and testing 

2. Examining and grading grains 

3. Study of weeds 

4. Inspection of clovers and grass seeds 

5. Study of legumes and forage plants 

III. Plant Propagation 

1. The use of propagating beds 

2. Potting 

3. Grafting and budding 

4. Rooting cuttings 

IV. Gardening 

1. Seed testing 

2. Hot beds and cold frames 

3. Transplanting 

4. Outdoor gardening 



16 ^H£ UNIVi^RSlT^ OF WISCONSIN 

V. Insects 

1. Life historiis of insects 

2. Collecting and preserving specimens 

3. Insects injurious to our fruits and grains 

4. Means of controlling ravages of insects 

Animal Husbandry — One Unit 

I. Types and Breeds of Live Stock 

1. Principles of breeding 

2. History of progress made in animal breeding 

3. Standard breeds 

4. Breed characteristics 

II. Stock Judging 

1. The "points" on the score card 

2. Lantern slide demonstrations 

3. Practice in judging stock easily available 

4. Visits to best herds in vicinity 

III. Care and Management of Live Stock 

1. Approved live stock practice 

2. Simple principles of veterinary science 

3. Live stock sanitation 

IV. Poultry 

1. Poultry as an economic factor in farm and city life 

2. The care and management of poultry 

3. Feeding poultry and marketing poultry products 

4. Judging poultry 

Agricultural Chemistry and Soils — One Unit 

I. Dairying 

1. Testing milk and its products for fat 

2. Testing for acidity 

3. Testing butter for moisture and salt 

4. Testing milk for impurities and adulterants 

II. Feeds and Feeding 

1. Protein and fat and their functions 

2. Analyses of feeds 

3. Rations and feeding standards 



HIGH SCHOOL COURSE IN AGRICULTURE 17 

III. Soils and Fertilizers 

1. Physical analysis of soils 

2. Chemical composition of soils 

3. Classification of soils 

4. Tillage and inoculation of soils 

5. Fertilizing elements of soils ' 

6. Natural fertilizers including legumes 

7. Commercial fertilizers 

8. Chemical constituents 

IV. Drainage 

1. Physics of drainage 

2. Principles of drainage 

3. Methods employed 

4. Practice in mapping, ditching, and laying tile' 

Rural Economics, One Unit 

I. Production 

1. Economy in production 

2. Factors of production 

3. The combination of the factors 

4. What to produce 

5. Types of farming 

6. Systems of land tenure 

II. Exchange and Distribution 

1. The law of supply and demand, under conditions of 

custom, competition, and monopoly 

2. Money, credit, and banking 

3. Transportation 

4. Methods of distribution 

5. Cooperation and concerted action 

6. Rent and land values 

7. Wages, interest, and taxation 

III. Bookkeeping * 

1; General principles of accounts 

2. Keeping of farm accounts 

3. Practice in keeping necessary farm records 

4. Attention to penmanship, spelling, and general appear- 

ance 



18 THE UNIVERSITY OF WISCONSIN 

IV. Business Transactions 

1. Making of notes, receipts, bills, etc. 

2. Use of weigh bills, bills of sale, etc. 

3. Law of contracts 

4. Other principles of Commercial Law as applied to farm 

transactions 

5. Combination of enterprises based on records 

INTRODUCTORY SCIENCE 

The aim of the work in introductory science should be to 
familiarize pupils with facts, principles and things necessary for 
an intelligent understanding of the physical and biological forces 
with which the student has to deal in the study of agriculture. 
Sufficient instruction in physics, chemistry, and biology should be 
given to enable the student correctly to interpret the language 
of agriculural literature. 

Exercises should be given on machines, electricity, porosity, 
solubility, capillarity, osmosis and like phases of physics finding 
practical application in agriculture. The student should be 
made familiar with the more important chemical elements and 
compounds, such as carbon, oxygen, hydrogen, nitrogen, iron, 
magnesium, sodium, calcium, phosphorus, potassium, sulphur, 
chlorine, carbon dioxide, lime, soda, ammonia, silica, potash, 
acids, alkalis, salts, carbohydrates, protein, and fats. 

On the biological side stress should be laid on groups of plants 
of economic importance, such as cereals, legumes, noxious weeds 
and trees. Students should be made familiar with the names, 
family characteristics and habits of growth of these plants. How 
plants live, grow, feed, dispose of waste, and propagate, should 
receive especial emphasis. 

Another phase of biological study should be that of the life his- 
tories of insects, their habits and classification. Wherever pos- 
sible instruction in this branch should be given by the teacher of 
agriculture and emphasized by demonstration and experiment, 
the pupils participating. 

It is neither necessary nor desirable to classify these exercises 

under the various sciences to which they belong, the aim being, 

as has already been pointed out, to familiarize pupils with the 

common things of the physical and biological world with which 

they must deal throughout the study of agriculture. 



HIGH SCHOOL COURSE IN AGRICULTURE 19 

DETAILS OF EACH UNIT OF WORK 

Plant Production 

I. Plant Diseiases: 

This work may well begin with the microscopic examination 
of bacteria and the spores of a few of the fungous plants. The 
slides should be prepared and the microscope adjusted by the 
teacher in charge. This will lead to a study of the ways in which 
plant diseases and bacterial diseases of animals are disseminated. 
Molds, smuts, blights, rusts, and rots may each be studied in turn, 
together with methods of prevention and control. It also will be 
appropriate to study bovine tuberculosis, the tuberculin test and 
its method of application. The preparation and use of fungicides 
and disinfectants should receive attention. (See Duggar's 
"Fungous Diseases of Plants" or Stevens and Hall's "Diseases of 
Economic Plants" and Russell and Hasting's "Agricultural Bac- 
teriology".) 

II. Agroxomy: 

This course should include corn judging, methods of curing and 
testing seed corn, the examining and grading of grains and grain 
judging by use of score cards. Work with forage plants should 
cover the best methods of seeding, curing and harvesting clover, 
alfalfa, peas, beans, vetches and other legumes. The grain study 
should include the seeding, harvesting, and marketing of barley, 
wheat, oats, speltz, and buckwheat. The study of noxious weeds 
should consider their characteristics, classification as annuals, 
biennials and perennials, their habits of growth, and their identi- 
fication by means of the roots, leaves or seeds of plants. Em- 
phasis should be placed upon the inspection of clover and grass 
seeds and the identification of the foreign seeds they often con- 
tain. (See Hunt's "Cereals in America.") 

III. Plant Propagation: 

This study should embrace the morphology of the bean, pea, 
radish, buckwheat, corn, and beet with special reference to the 
germination and development of the young plant. Bulbs, corm,s, 
tubers and other specialized forms of asexual propagation should 
be observed and compared with seeds to demonstrate that asexual 



20 THE UNIVERSITY OF WISCONSIN 

means of reproduction are confined almost entirely to plants. 
The construction and use of the propagating bed, the making of 
cuttings, the rooting of them in the propagating bed, the trans- 
planting of these to pots and to open ground, and the proper 
methods to be employed in potting and repotting should receive 
attention. The various kinds of grafts and grafting wax should 
be made and much laboratory work done to familiarize the pupils 
with the methods and practice of plant propagation. (See Bail- 
ey's "Nursery Book".) 

IV. •Gardening: 

The testing of garden seeds should be the first consideration 
in this course. Seeds showing a low percentage of viability 
should only be planted for experimental purposes. Practice in 
the identification of vegetable seeds is also an important part of 
this work. The construction of hot beds and cold frames should 
be studied, this apparatus prepared and seeds planted therein. 
When ready these plants may be transplanted to open ground in 
the school or home garden and used for further plant life study. 
The daily recitations should consist of a study of the proper meth- 
ods of soil tillage and cultivation for the various plants under ob- 
servation. Home decoration and landscape gardening should re- 
ceive considerable attention during the course. (See Bailey's 
"Garden Making".) 

V. Insects: 

This work should begin under the head of Introductory Science 
with a study of the life histories of a few of the common insects 
and should include practice in the collection, mounting and 
preservation of specimens. Insects like the plum curculio and 
the codling moth such as are injurious to our native fruits should 
be studied and those that cause serious damage to farm crops 
should receive due attention. The laboratory work may well in- 
clude the preparation and application of insecticides. Other 
means of controlling these pests should be studied. A school 
collection of injurious insects and examples of their destructive 
work should be made. (See Comstock's "Insect Life".) 



HIGH SCHOOL COURSE IN AGRICULTURE 21 

Animal Husbandry 

I. Types and Breeds of Live Stock: 

The work in this subject may well consist of a study of the 
history of the various breeds and classes of live stocR, the meth- 
ods used to develop these breeds, the distinguishing character- 
istics of the standard breeds and the special merits of each. 
This intensive study of animal life in the high school is con- 
fronted by special difficulties. If the school is equipped with pic- 
tures, charts, a well chosen collection of animal slides and a good 
lantern these difficulties may be largely overcome. (See Plumb's 
"Types and Breeds of Farm Animals".) 

II. Stock Judging: 

The theoretical part of this work should be done in the class 
room by the use of charts, lantern slides, and the score card. 
Practice may be obtained from the scoring of individual animals 
owned in the vicinity of the school or borrowed from more dis- 
tant breeders. Competitive judging work can be done by occa- 
sional visits to the best herds and flocks in the neighborhood. 
(See Craig's "Stock Judging".) 

III. Live Stock Care and Management: 

A thorough study should be made of the most approved methods 
of managing flocks and herds with a view to familiarizing the 
students with the best practice in vogue among practical stock- 
men and the results obtained by scientific men in their investiga- 
tions of live stock problems. An effort should be made to cor- 
relate this work with the actual practice obtaining in the im- 
mediate vicinity of the school in order that a closer relationship 
may be established between the work of the school and the farm. 

In this connection a study of the simpler principles of veter- 
inary science should be made with special reference to sanitation 
and its place in the prevention of live stock diseases. (See Rey- 
nold's "Veterinary Science".) 

IV. Poultry: 

A study of poultry easily may be made a part of the high school 
curriculum. The birds themselves may be brought into the 
class room. Specimens of each of the leading varieties of chick- 
ens may usually be found within easy reach of the scliool. PoijJ- 



22 THE UNIVERSITY OF WISCONSIN 

try and its proper feeding, care, and management should be 
studied as an economic factor in city and rural life. Practice 
should be given in judging poultry by means of the score card. 
The best methods to be used in preparing poultry and its products 
for market should receive attention. (See Robinson's "Poultry 
Craft".) 

Agricultural Chemistry and Soils 

I. Dairying: 

A study of the physical and chemical composition of milk 
should introduce this branch and be followed by the testing of 
milk, cream, skimmilk, buttermilk and whey for fat by the use 
of the Babcock test. The Hart casein test should be demon- 
strated. The various volumetric tests for acidity should be 
learned and practiced by actual application in the testing of 
milk, cream, buttermilk, and whey. Butter and cheese should be 
tested for salt and moisture by some of the methods in common 
use. Practice should be given in the testing of milk and its 
products for impurities and adulterants. (See Farrington's 
"Testing Milk and Its Products".) 

II. Feeds and Feeding: 

The composition and value of each of the principal feeds and 
the compounding of economical and profitable rations are mat- 
ters of supreme importance in this study and should be given the 
attention they deserve. The functions Of water, protein, carbo- 
hydrates, fibre, fats, and ash in feeds should be studied. The 
chemical relations between the soil, water, air, plants, and ani- 
mals should be clearly established. Practical feeding demonstra- 
tions and experiments should be made at home by pupils who 
live on farms. Considerable attention should be paid to feeding 
from the practical standpoint. (See Henry's "Feeds and Feed- 
ing" and Hart's "Agricultural Chemistry".) 

III. Soils and Fertilizers: 

High school work under this head should follow chiefly phys- 
ical lines with simple exercises in soil chemistry and fertilizer 
tests of soils of the neighborhood. These tests may be made 
either in the greenhouse or in the field. Experiments in soil in- 
oculation should also be made. The influence of the various fac- 
tors on the movement of soil water and its availability, and the 



HIGH SCHOOL COURSE IN AGRICULTURE 23 

water holding capacity of soils may be studied. For class room 
work the origin and chemical composition of soils may be studied 
and the best methods of tillage discussed. Fertilizer require- 
ments of the various types of soils should be studied.- Students 
should become familiar with the common commercial fertilizers 
and the source, composition, value, and use of each. (See Whit- 
son and Walster's "Elements of Soil Fertility" and Vivian's "First 
Principles of Soil Fertility".) 

IV. Drainage: 

The influence of soil water and its evaporation on soil tempera- 
ture should be noted. The general principles of drainage, the 
movement of drainage waters as influenced by soil structure, 
slope of land, depth of and distance between ditches and tiles 
should be carefully studied. Practice should be given in measur- 
ing distances and calculating land areas and in mapping small 
drainage areas by the use of the plane table and otherwise. 
These maps should show size of the area and the position of tiles. 
Careful estimates should be made of the cost of drainage of each 
area mapped. Where practicable, practice should be given in 
ditching and laying tile. (See Elliott's "Farm Drainage" and 
Jones' "Notes on Drainage".) 

Rui'al Econoinics 

I. Production: 

A study of the problems of production should be made with a 
view to securing economy and efficiency in the use of land, labor, 
and capital employed in agriculture. The proper combination of 
farm enterprises, the choice of farm crops and the selection of 
live stock should be studied with a view to furnishing continuous 
employment to labor, and securing maximum returns for the 
land, labor and equipment. This leads to a study of intensity of 
culture and size of farms and a comparison of diversified with 
specialized agriculture. All this work should be related to actual 
conditions obtaining in the immediate vicinity of the school and 
on the home farms of the pupils living in the country. Unless 
this relationship is established, instruction in this branch of 
study is likely to prove sterile and ineffective. 

(See Research Bulletin No. 16 of the Wisconsin Experiment 
Station — "The Place of Economics in Agricultural Education and 



24 THE UNIVERSITY OF WISCONSIN 

Research", by H. C. Taylor; also Bulletin No. 210— "Progress of 
the Dairy Industry in Wisconsin", by same author.) 

] 

II. Exchange and Distribution: 

Students should be made familiar with the law of supply and 
demand as limited by custom, monopoly and government regu- 
lation, and the relation of this law to prices and to the problem 
of justice in distribution. The influence of good roads and other 
means of transportation on prices of farm products should re- 
ceive attention. The place of the middleman in the economy of 
distribution, direct marketing, buying and selling organizations, 
cooperation, government regulation and monopoly should be 
studied in this connection. A constant effort should be made to 
make this instruction real and vital by relating it to local condi- 
tions, drawing illustrations from systems of distribution with 
which the student is familiar and studying local market prob- 
lems. 

(See Wis. Exp. Sta. Bulletin No. 231— "The Marketing of Wis- 
consin Cheese", by H. C. Taylor; also "Agricultural Economics" 
by same author.) 

III. Bookkeeping: 

The general principles of accounts should be studied and prac- 
tice given in the keeping of farm accounts and necessary records. 
The practical application of this work will be found in the keep- 
ing of farm records quite as much as in a complete set of farm 
accounts. Hence special stress should be laid on records of value 
in ascertaining the gross and net returns from the dairy herd, 
the cultivation of special crops like tobacco, cabbage, and sugar 
beets, the production of pork and beef, and like special phases of 
agriculture. Special attention should be paid throughout this 
course to penmanship, neatness, and accuracy. Slovenly and in- 
accurate work should not be permitted. (See Roberts' "Farmers' 
Business Handbook".) 

IV. Business Transiactions : 

Students should be made familiar with ordinary business forms 
by the writing of notes, receipts, checks, bills, weigh bills, and 
bills of sale. They should be required to make all necessary com- 
putatiohs in connection with these forms and should be made 
conversant with the law of contracts and certain other phase? 



illGH SCHOOL COURSE IN AGRlCULTtRE 25 

of commercial law of interest to farmers. The computation of 
creamery and cheese factory dividends; the cost and returns from 
various types of farming; the combination of enterprises in such 
a manner as to secure maximum returns from land, labor and 
equipment employed as shown by records kept of various farm 
operations, especially those of the home farm, should form a part 
of this course. (See Roberts' "Farmers' Business Handbook".) 



THE HOME PROJECT 

Instruction in agriculture differs materially from that of any 
other high school science in that much of the laboratory work 
must be done outside of school. Unless the theoretical instruc- 
tion given is carried over into actual practice the work in agri- 
culture will lose much in effectiveness. This condition has given 
rise to the practice of employing the teacher of agriculture by 
the calendar rather than by the academic year for the joint pur- 
pose of supervising and assisting with home projects by students 
and cooperating with farmers in local field trial and demonstra- 
tion work on their own land. 

There are three essentials to the success of a home project, 
viz., — 

I. Class room study. 
II. Laboratory exercises at school relating thereto. 
HI. Home work. 

For the purpose of illustration the acre project in corn grow- 
ing, now being carried out by many schools, is here used. 

Brief Suggestive Outline for Home Project in Com Culture 

Acre Plot 

I. Object: 

To secure maximum yield of high quality, cost of pro- 
duction not considered. 

II. Class Room Work: 

A. Preparation of pupils on the following: 

1. Desirable soil 

2. Fertilizing practices 

3. Best preparation of seed bed 



^6 THE UNIVERSITY OF WISCONSIN 

4. Selection of seed ears 

5. Testing of seed corn 

6. Testing of planter to secure uniform stand 

7. Methods of cultivation 
B. Laboratory Exercises: 

1. Making of germination box or tester 

2. Making germination tests on individual ears 

3. Selection of ears for planting and calculation of 

germination 

4. Testing the planter and calculating stand per 

hill 

5. Calculation of stalks and ears per acre, assum- 

ing one ear to the stalk, with percentage of 
stand as shown by test 

6. Determination of average weight of ears and 

calculation of yield per acre on this basis 

Note: — The purpose of the above is to familiarize pupils so far 
as practicable with best agricultural practice in raising corn and 
to stimulate them to think about their work.* 

III. Home Work of Pupils: 

A. As Individuals 

1. Raise an acre of corn 

2. Determine accurately the total yield 

3. Select a fifty ear sample 

B. As a Group 

1. Determination of stand by actual count and 

comparison of same with calculated stand 

2. Comparison of actual yield with calculated yield 

3. Comparison of actual average weight of ears 

with calculated weight 

IV. Work of School and Pupils: 

A, To conduct a corn contest in which the following 
points will determine successful contestant 

1. Yield per acre 70 points 

2. Quality as shown by 50 ear sample. . . 30 " 

Total 100 



HIGH SCHOOL COURSE IN AGRICULTURE 2t 

This project may be repeated or extended to attain the follow- 
ing object: 

To Secure Maximum Yield of High Quality at Minimum Cost 
Per Unit of Production. With this object in view it will be 
necessary to add instruction in bookkeeping to the above outline 
and to require the student to keep account of cost and returns in 
connection with this project. Relative values would then be de- 
termined by the following score or one similar thereto. 

I. Yield per acre 40 points 

II. Quality as shown by 50 ear sample 30 points 

III. Cost per unit of production 30 points 

Aside from adequately supplementing the class room instruc- 
tion, the home project should make such instruction real and 
vital. It should interest the student in farm life, elevate the 
business of agriculture, enlist the sympathies of parents and the 
support of the community and establish that vital relationship 
between school and home now so popularly demanded. 

The possibilities of "the home project idea" are almost unlim- 
ited but as yet little developed. 

There are three phases to all production projects. Each of the 
production projects enumerated below may have as its object 
either of these phases, viz., — 

I. To secure high quality without reference to yield. 
II. To secure maximum yield of high quality. 
III. To secure maximum yield of high quality at minimum cost 
per unit of production. 

The following list is intended only to be suggestive and is 
capable of indefinite expansion. 

Suggestive List of Home Projects 

I. Plajst Production: 

1. Potato culture, V^ to 1 acre, in potato districts. 

2. Alfalfa culture, y.o to y, acre, on upland soils. 

3. Clover growing, Voq to V4 acre, on sandy soils. 

4. The production of 1 acre of all the cereals, each in it- 

self a separate project. 

5. Establishing an orchard, on the home farm or in fruit 

region. 

6. The culture of V,o to 1 acre of all the truck crops in 

the vicinity of good markets, each in itself a 
separate project. 



28 THE UNIVERSITY OF WISCONSIN 

7. The production of a definite area of small fruits, each 
a separate project. 

II. A^siMAL Husbandby: 

1. The keeping of feed and milk production records of 

the home herd. 

2. The calculation and feeding of improved rations, with 

records of results obtained from their use. 

3. The care and management of the home herd of cattle, 

sheep or swine, each in itself a separate project. 

4. The care and management of the horses used on the 

farm. 

III. Soil Projects: 

1. Preparation of the land for the farm crops, each in it- 

self a separate project. 

2. Soil fertility tests. 

3. Fertilizer plot trials. 

4. Laying out or installing a drainage project, or both, 

combined. 

NECESSARY LABORATORY SUPPLIES FOR CLASS OF 

TWELVE 

Estimated 
I. Farm Mechanics: Price 

1. *One dozen sets drawing instruments at $1.50 $18.00 

2. One dozen T squares at $.40 4 . 80 

3. One blue print frame, home made 

4. One dozen drawing boards, home made.... 

5. One dozen 45° triangles 1. 00 

6. One dozen 30°-60° triangles 1.00 



Total $24.80 



* This set should contain a good pen and a pair of good compasses. 
Pupils may be required to purchase their own drawing instruments. 



HIGH SCHOOL COURSE IN AGRICULTURE 29 

II. Plant Peoduction: 

1. One dozen dissecting microscopes at $1.50.. $18.00 

2. One dozen seed corn testers to be made by 

students -i . . 

3. Two dozen tin plates for seed testers at $1.00 2.00 

4. ^ Propagating bed, 2' x 3', home made 

5. Hot bed or glass house, home made.. 

6. Cold frame, home made 

7. Four dozen 3" pots at .15 .60 

8. Four dozen 6" pots at .25 1.00 

9. One dozen grafting knives at .30 3.60 

10. One dozen stretching boards, home made... 

11. One dozen cyanide collecting bottles, home 

made 

12. Three boxes insect pins — Nos. 1, 3, 6 .40 

13. Materials for spraying solutions 1.00 

14. Hand spray pump 2.50 

15. Charts and Riker mounts 

Total $29.10 

III. Animal Husbandry: 

1. Lecture room so screened as to be easily and 

quickly darkened 

2. Set of animal charts, home made 

3. Supply of score cards for the various types of 

farm animals, local printer 

IV. Agricultural Chemistry and Soils: 

1. One six-bottle Babcock hand tester $9.00 

2. Supply of extra glassware including skim- 

milk and cream bottles 3.00 

3. One dozen 100 cc. graduated cylinders at .50 6.00 

4. Box Farrington's alkaline test tablets 1.50 

5. One set Torsion balances accurate to .01 

gram, with weights 20.00 

6. One dozen common lactometers at .30 3.60 

7. One Benkendorfs moisture test for butter.. 5.00 

8. One set soil sieves 6.00 



30 THE UNIVERSITY OF WISCONSIN 

9. Two bottles sensitive litmus paper, red and 

blue .40 

10. Samples of various commercial fertilizers.. 

11. Samples of various commercial feeds 

Total $54.00 

The above lists comprise the minimum equipment possible for 
effective instruction in the several units of agricultural subjects. 
To this should be added at earliest possible convenience the items 
included in the following lists: 

II. For Pr.AXT Productiox Instruction: 

1. One compound microscope, triple objective 

Vs, Vg, ViL', Abbe condenser, oil immersion $75.00 

2. One graduated hypodermic syringe 2.50 

3. One-half dozen clinical thermometers at .75 4.50 

4. Four dozen 3" Petri dishes at $1.80 7.20 

5. One dozen hoes at .40 4.80 

G. One dozen garden rakes at .50 6.00 

7. Good barrel spray pump 20.00 



Total ^ $120 . 00 

III. For Animal Husbandry Instruction: 

1. Good lantern with abundant supply of animal 

slides $100 . 00 

2. Incubator and brooder 20.00 

3. Empire show cooping 10 . 00 



Total $130.00 

IV. For Chemical Instruction: 

1. Additional 6 or 8 bottle Babcock hand tester $9.00 

2. One cream scale 6.00 

3. One-half dozen Quevenne lactometers at $1.60 9.60 



Total $24.60 



HIGH SCHOOL COURSE IN AGRICULTURE 



31 



SYliLABUS OF A FOUR-YEAR SECONDARY COURSE IN 

AGRICULTURE 



Prepared by the United States Department of Agriculture 
REQUIRED SUBJECTS 



Subjects 


Units 


Fii-st 
year 


Second 
year 


Third 
year 


Fourth 
year 


Total 
hours 


Eufrlish 

Alsebra 


2 
4 
2 


5 
5 


5 


3 


2 


510 
180 


Geometry 


5 






180 


llistorv 




2 


3 


180 


Botativ 


5 




180 


Cheniisti'y 


5 






180 


I'^reiicli or German... 





5 
5 
5 


5 
5 
5 


3G0 


Ajirricultui'e 


5 


5 


7'20 


ICIective 


3G0 










Total 










2, 880 

















ELECTIVE SUBJECTS 



Subjects 



Drawing- 

Booki<eepinj 
Civics 



Solid G eometr.y 

Plane ti'igonometry and .'surveying' 

French or German 

Botany, chemistr.y, or ph.ysics 

Agriculture, horticulture or elementary 
forestry 



Units 



1-5 
1-5 
2-5 
1-2 
4-5 

1 

1 



Hours per 
weeic 



1 hour 1 year 

1 hour 1 year 

2 liours 1 year 
5 hours i year 
2 hours2year.s 
5 liours 1 .year 
5 hours 1 year 

1 to 5 hours 
3d and 4th 
years 



Total 
hours 



33 
3ti 

72 

90 

144 

180 

180 



32 



THE UNIVERSITY OF WISCONSIN 



REQUIRED SUBJECTS FOR ALL STUDENTS IN AGRICULTURE 



Subjects 


Units 


First 
year 


Second 
year 


Tiiird 
year 


Fourth 
year 


Total 

hours 


The Plant and its en- 
vironment 


2-5 
1-5 

2-5 

1-5 

2-5 
2-5 
1-5 

2-5 
2-5 

1 


2 
1 

1 

1 








72 


I'^arni C roys 








36 


Atrricultural En- 
ji'ineerinfjf 




1 




72 


Horticulture and 
L'orestry 






. 36 


Economic Enton)ol- 

0!> V 


2 
<) 

1 






?2 


Animal Husbandry.. 








72 


Daii'vin^ 








36 


Diseases of Plants 
and Animals 




2 




72 


l''arm IManairement. . 






2 
3 


72 


Siil)jects to be added 
from the subjoined 
list A 






2 


180 










Tot al 










720 

















SUBJECTS FROM WHICH SELECTION MUST BE MADE TO MAKE 
UP THE REQUIRED 720 HOURS IN AGRICULTURE 





Hours per week. 


Total 
hours 


Subjects. 


Third 
.year 


Fourth 
year 


Farm Crops 


2 
2 
2 

2 
2 


2 
2 
2 


72 or 144 


Animal Husbandry 


72 or 144 


Dairying' 


72 or 144 


Horticult ure 


72 


Forestr.v 




72 


Agricultural Engineering 


2 

1 
2 


72 


Rural Economics 


1 
1 


36 or 72 


Plant Breeding 


3b or 108 







HIGH SCHOOL COURSE IN AGRICULTURE 



33 



LIST OP TEXT AND REFERENCE BOOKS 

Prepared by C. S. Hean, Librarian, College of Agriculture, 

Madison, Wis. 

I. Farm Mechanics 

The number following the title refers to the publisher in the 
list of publishers. 

List 

Author Title Price 

King Ventilation (17) $.75 

Davidson & Chase Farm Machinery and Farm Motors 

(3) 2.00 

♦Tracy Introductory Course in Mechanical 

Drawing (4) 1.80 

♦Anthony Elements of Mechanical Drawing 

(8) 1.25 

♦Bennett Problems in Mechanical Drawing 

(30) 1.20 

Brookes Gas and Oil Engine Handbook (31) 1.00 

♦Davidson Agricultural Engineering (9) 1.50 

Rural Economics 

♦Roberts Farmers' Business Handbook ( 1 ) . . 1.25 

♦Roberts The Farmstead (1) 1.50 

♦Taylor Agricultural Economics (1) 1.25 

Carver Principles of Rural Economics (2) 1.60 

♦Warren Farm Management (1) 1.75 

Coulter Cooperation Among Farmers (18) . 1.00 

Powell Cooperation in Agriculture (1) . . . . 1.50 

Green Law for the American Farmer ( 1 ) 1.50 

Willis Farmers' Manual of Law (3) 2.00 

Hays Farm Development (3) 1.50 

Page Roads, Paths and Bridges (18) ... . 1.00 

Cooleigh Handy Farm Devices ( 3 ) 1.50 

II. Plant Production 



♦Hunt Cereals in America ( 3 ) 1.75 

Spillman Farm Grasses in the United States 

(3) 1, 

Shaw Soiling Crops and the Silo (3) .... 1. 



Coburn The Book of Alfalfa (3) 2 

Wing Alfalfa Farming in America (15) . . 2 



♦Suitable for texts. 



00 
50 
00 
00 



^4 *HE UNIVERSITY OF WISCONSIN 

List 

Author Title Price 

♦Hunt Forage and Fibre Crops in America 

(3) 1.75 

♦Russell & Hastings. . . .Agricultural Bacteriology (16) ... . 1.25 

*Conn Bacteria, Yeasts and Molds in the 

... Home (2) 1.20 

Bailey The Forcing Book (1) 1.25 

Waugh The American Apple Orchard ( 3 ) . . 1.00 

♦Duggar Fungous Diseases of Plants (2) . . . 2.00 

*Lyon & Montgom.eTy . . E xamining and Grading Grains (2) .60 

♦Bailey Nursery Book ( 1 ) 1.50 

♦Bailey Garden Making (1) 1.00 

Myrick Book of Corn ( 3 ) 1.50 

Dondlinger Book of Wheat (3) $2.00 

Prazer The Potato (3) : .75 

Bailey Principles of Fruit Groiving (1) . . 1.50 

Bailey Pruning Book ( 1 ) 1.50 

Greene Among School Gardens (24) 1.25 

Card Bush Fruits (1) 1.50 

Rawson Success in Market Gardening (12) 1.10 

Bailey Principles of Vegetable Gardening 

(1) 1.25 

Taf t Greenhouse Construction ( 3 ) 1.50 

Taf t Greenhouse Management ( 3 ) 1.50 

Bailey Plant Breeding ( 1 ) 1.25 

Bennett The Flower Garden ( 12 ) 1.50 

Maynard Landscape Gardeniyig ( 10 ) 1 . 50 

Bailey Manual of Gardening ( 1 ) 2.00 

Lodeman Spraying of Plants ( 1 ) 1,25 

♦Stevens & Hall Diseases of Economic Plants (1).. 2.00 

Weed Farm Friends and Farm Foes (8) . .90 

Lipman Bacteria in Relation to Country Life 

(1) 1.50 

♦Goff Pi'inciples of Plant Culture (14) ... 1.00 

Wing Meadows and Pastures ( 15 ) 1 . 50 

Waugh Beginner's Guide to Fruit Growing 

(3) 75 

Grubb & Guilford The Potato (12) 2.00 

♦Watts Vegetable Gardening ( 3 ) 1.75 

♦Wilson & Warburton..FieZ(Z Crops (9) 1.50 

Burkett Farm Crops ( 3 ) 1.50 

Moore Practical Orcharding on Rough 

Lands (32) 1.50 

Sevey Peas and Pea Culture (3) 50 

Troop Melon Culture ( 3 ) 50 

Tracy Tomato Culture ( 3 ) .50 

Pammel Weeds of the Farm and Garden (3) 1.50 



HIGH SCHOOL COURSE IN AGRICtJLTUtlE 35 

III. Animal Husbandry 

Smith Our Insect Friends and Enemies 

(11) 1.50 

*Plumb Types and Breeds of Farm Animals 

(2) 2.00 

Punnett Mendelism (1) (about) .80 

Davenport ,. Domesticated Animals and Plants - 

(2) 1.25 

Doncaster Heredity (23) 40 

Wing Sheep Farming in America (15) . . 1,00 

Roberts The Horse (1) 1.25 

Johnstone The Horse Booh (15) 2.00 

Coburn Siame in America ( 3 ) 2.50 

Craig Diseases of Swine ( 3 ) 75 

Mayo Diseases of Animals (1) 1.50 

Reynolds Veterinary Studies (1) 1.75 

Salmon Diseases of Poultry (3) 50 

Mumford Beef Production (29) 1.50 

Bach How to Judge a Horse ( 5 ) 1.00 

Wilcox Farm Animals ( 12 ) 2.00 

Shaw Management and Feeding of Cattle 

(3) 2.00 

♦Decker Cheese Making ( 14 ) 1 . 75 

*Brigham Progressive Poultry Culture (28) . . 1.50 

*Craig Judging Live Stock (26) 1.50 

*Comstock Insect Life (27) 1.75 

*Hawks Science and Art of Poultry Culture 

(22) 2.75 

*PIumb Beginnings in Animal Hus1)andry 

(9) 1.25 

Langstroth On the Hive and Honey Bee (33) . . 1.00 

Marshall Breeding Farm Animals (15) 1.50 

Kleinheinz ....Sheep Management (20) 1.50 

Dawson The Hog Book (15) 1.50 

*Robinson Principles and Practice of Poultry 

Culture (2) 2.50 

Valentine The Beginner in Poultry (1) 1 . 50 

Eckles .Dairy Cattle and Milk Production 

(1) 1.50 

Harper Manual of Farm Animals (1) 2.00 

Burkett First Principles of Feeding Farm 

Animals ( 3 ) 1.50 

Sanderson Insect Pests of Farm, Garden and 

Orchard (10) 3.00 

*Henry Feeds and Feeding ( 13 ) 2.25 

* Jordan Feeding of Animals (1) 1.50 

Shaw Feeding of Farm Animals (3) 2.00 

Gurler The Farm Dairy (15) 1.00 

Lane The Business of Dairying (3) 1.25 



36 THE UNIVERSITY OF WISCONSIN 



IV. Agricultural Chemistry and Soils 

*King The Soil (1) 1.50 

♦Vivian First Principles of Soil Fertility 

(3) 1.00 

♦Burkett Soils (3) 1,25 

Storer Agriculture in Some of Its Relations 

ivith Chemistry, 3 vols. (6) 5.00 

Warrington Chemistry of the Farm (3) 1.00 

♦Hart & Tottingham. . .Agricultural Chemistry (7) 1. 50 

Vorhees Fertilizers (1) 1.25 

Hall .Fertilizers and Manures (19) 1.50 

♦Snyder Soils and Fertilizers (1) 1.25 

King Irrigation and Drainage (1) 1.50 

♦Farrington & WoU Testing Milk and Its Products (14) 1.00 

Wing -.Milk and Its Products (1) 1.50 

♦Lyon & Pippin Principles of Soil Management (1) 1.75 

♦Russell & Hastings. . .Experimental Dairy Bacteriology 

(2) 1.00 

Conn Practical Dairy Bacteriology (3).. 1.25 

♦Kahlenberg & Hart. . .Chemistry and Its Relations to 

Daily Life (1) 1.25 

Hall The Feeding of Crops and Stock 

(19) 1.50 

Johnson How Crops Feed ( 3 ) 1 . 50 

Johnson How Crops Grow ( 3 ) 1.50 

♦Van Slyke Modern Methods of Testing Milk 

and Its Products (3) 1.00 

♦Whitson & Walster-. ..Soils and Soil Fertility (9) 1.25 

♦Elliott Practical Farm Drainage (10) 1.50 

♦Snyder Chemistry of Plant and Animal Life 

^ (1) ... 1.25 

V. General Reference Books 

Bailey Principles of Agriculture (1) i.25 

Burkett, Stevens & HillAf/rici^Z/wre for Beginners (2) 75 

Davis Rural School Agriculture (3) 1.00 

Duggar Agriculture for Southern Schools 

(1) 75 

Hatch & Haselwood. . .Elementary Agriculture (25) 60 

Goff & Mayne First Principles of Agriculture (4) .80 

Mayne & Hatch High School Agriculture ( 4 ) 1.00 

Warren Elements of Agriculture (1) 1.10 

McLennan A Manual of Practical Farming {1) 1.50 

King The Physics of Agriculture (17) . . . 1.75 

Terry Our Farming (3) 1.00 

WoU ..Handbook for Farmers and Dairy- 
men (10) 1.50 



HIGH SCHOOL COURSE IN AGRICULTURE . 37 

Hunt How to Choose a Farm (1) 1.75 

Bailey Cyclopedia of American Agriculture 

(1) 4 vols 20.00 

Ogden Rural Hygiene (1) 1.50 

Belcher Clean Milk (3) 1.00 

Halligan Fundamentals of Agriculture (8).. 1.25 

Wilkinson Practical Agriculture (4) 1. 00 

Wilson Agriculture for Young Folks (9) . . 1. 00 

Call & Schafer A Laboratory Manual of Agricul- 
ture (1) 90 

Mann Beginnings in Agriculture (1) 75 

Bailey Farm and Garden Rule Book (1).. 2.00 

Bryan Poems of Country Life (18) 1.00 

McKeever Farrn Boys and &irls (1) 1.50 

Stern Neighborhood Entertainments (18) .75 

Wilson The Church of the Open Country 

(36) 50 



A FEW GOOD TITLES ON AGRICULTURAL EDUCATION 

Bricker . . . , The Teaching of Agriculture in the 

High School (1) 1.00 

Davenport Education for Eficiency (8) 1.00 

Davis Agricultural Education in the Pub- 
lic Schools (34) 1.00 

Foght The American Rural School (1) . . . 1. 25 

Kern Among Country Schools (2) 1.50 

Robison Agricultural Instruction in the Pub- 
lic High Schools of the United 

States (35) 1.15 

Bailey The Nature Study Idea ( 1 ) 1.00 

Bailey The State and the Farmer ( 1 ) , . . . 1.25 

Bailey The Training of Farmers ( 1 ) 1.00 

Butterfield Chapters in Rural Progress (34).. 1.00 

Carney Country Life and the Rural School 

(25) 1.25 

Row The Educational Meaning of Manual 

Arts and Industries (25) 1.25 



(1 

(2 
(3 
(4 

(5 

(6 

(7 

(8 

(9 

(10 

(11 

(12 

(13 

(14 

(15 

(16 

(17 

(18 

(19 

(20 

(21 

(22 

(23 

(24 

(25 
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(34 
(35 



THE UNIVERSITY OF WISCONSIN 



LIST OF PL'BLISHERS 

The Macmillan Company, New York 

Ginn & Company, Boston, Mass. 

Orange Judd Company, New York. 

American Book Company, New York. 

W. R. Jenkins Publishing Co., New York. 

Charles Scribner's Sons, New York. 

E. B. Hart, Experiment Station, Madison, Wis. 

D. C. Heath & Co., New York. 

Webb Publishing Company, St. Paul, Minn. 

John Wiley & Sons, New York. 

J. B. Lippincott Company, Philadelphia, Pa. 

Doubleday, Page & Company, New York. 

W. A. Henry, Experiment Station, Madison, Wis. 

Mehdota Book Company, Madison, Wis. 

Sanders Publishing Company, Chicago, 111. 

E. G. Hastings, Experiment Station, Madison, Wis. 
Mrs. F. H. King, University Ave., Madison, Wis. 
Sturgis & Walton Co., New York. 

E. P. Button & Co., New York. 

P. Kleinheinz, Experiment Station, Madison, Wis. 

Missionary Education Movement of the U. S., New York» 

E. B. Hawks, Clinton, Wis. 

G. P. Putnam's Sons, New York. 

Charities Publication Committee, 105 E. Twenty-Second 

St., New York. 
Row Peterson & Co., 378 Wabash Ave., Chicago, 111. 
Kenyon Publishing Co., Des Moines, Iowa. 
D. Appleton Co., Chicago, 111. 
The Torch Press, Cedar Rapids, la. 
H. W. Mumford, Urbana, 111. 
Manual Arts Publishing Co., Peoria, 111. 
P. J. Drake & Co., Chicago, 111. 
Stewart & Kidd Co., Cincinnati, Ohio. 
Dadant & Sons, Hamilton, 111. 
University of Chicago Press, Chicago, 111. 
Teachers College, Columbia University, New York. 



The material here listed may be obtained upon request from the 
official named: 

From Secretary of Agriculture, Washington, D. C. 
Cir. 94, Office of Experiment Stations. 

List of free publications of the Dept. of Agriculture, 
classified for the use of teachers. 
From Director, Agricultural Experiment Station, Madison, Wis 

List of available bulletins. 
From Commissioner of Education, Washington, D. C. 



HIGH SCHOOL COURSE IN AGRICULTURE 39 

Bulletin — 1912 — No. 1, of the Bureau of Education. 

Course of study for rural school teachers. 
1912— No. 6. 

Agricultural education in secondary schools. 
1912— No. 9. 

Country schools for city boys. 
1912— No. 10. 

Bibliography of education in agriculture and 
home economics. 
1912— No. 20. 

Readjustment of a rural high school to needs 
of the community. 
1912— No. 25. 

List of publications of the United States Bu- 
reau of Education. 
1913— No. 6. 

Agricultural instruction in high schools. 
1913— No. 14. 

Agricultural instruction in secondary schools. 



UBRARY OF CONGRESS 




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